Not all Germans supported the
Nazi program. Some actively opposed it. Others were silent in their opposition.
Some were put to the test. Anna is a German citizen who lives with her husband,
Wilhelm, and their three small children in a comfortable home in Munich, Germany.
Munich in 1938
is a center of Nazi activity in Germany.
Anna's husband is a high-ranking civil service employee and a member of the
Nazi party. Wilhelm's high paying job was a reward for his loyalty to the party.
Although Anna leads a comfortable life and is happily married, she disagrees
with the Nazi philosophy and her husband's party activities. She especially
deplores the anti-Jewish laws and decrees that Hitler's government has imposed.

During her childhood, Anna's
family developed deep friendships with a number of Jewish families in their
town, and Anna learned to respect their cultural and religious differences. By
1938, the Nuremberg
laws are in effect and Kristallnacht or "Night of Broken Glass" has
recently occurred. Jews in Germany
have systematically been stripped of their political, economic, and social
rights. Some Jews are attempting to leave the country to avoid what they
consider to be eventual catastrophe.

One night, a friend of Anna's
approaches her and explains that he is secretly hiding Jews in Munich until he can find transportation for
them to leave Germany.
This is risky business because it is considered a racial crime against the
folk, the German people. Anna's friend asks her to help her by hiding two
members of a Jewish family who are wanted by the Nazis. He explains that
because of Wilhelm's position, nobody would suspect Anna. Also, Anna's property
includes a rarely used guest house located in a wooded corner. Anna is offered
about 500 dollars for her cooperation.

Anna is aware than if caught,
she and her family could face serious consequences. Also, she could jeopardize
her husband's good job and her family's security. On the other hand, she
realizes that what the Nazis are doing to the Jews, with widespread public
support, is morally wrong. She has long believed that those who remain silent
when human rights are being violated are also guilty. Anna's friend tells her
that he will come back the next morning for her decision.

Questions
to consider in your essay response…

1.What values come into conflict in this story?

2.What is Anna's responsibility to her husband? Children? The Jews?
The government?' The law? Which is greatest? Explain.

3.Should Anna agree to hide Jews?

4.How frequently do you think this kind of situation occurred? Why?

5.Evaluate the following statement "All that is necessary for
evil to win out over good is for good men to do nothing." How does this
relate to Anna's dilemma?

PART TWO: COLLAGE PROJECT:

Working
with ONE partner, or on your own, you will create a collage on one of the
following themes:

~HOPE

~FEAR

~LOVE

~DISCRIMINATION

~CONFLICT

~Or one of your choosing…

A
collage is defined as:“a technique of composing a work of art by pasting on a single surface
various materials not normally associated with one another, as newspaper
clippings, parts of photographs, theater tickets, and fragments of an envelope.
“ (dictionary.com)

§Keeping
the definition of a collage in mind, you will completely fill a sheet of paper
that is a minimum of 12” x 18”.(This
will be provided.You may create a
larger collage if you wish.)

§Somewhere
on your collage you must have the theme that you have chosen clearly labeled.

§You
may use magazine or newspaper pictures, letters from a variety of sources,
words or phrases from newspapers or magazines, or your own quality
illustrations.Feel free to bring in
your own magazines or materials if you wish.

§The
materials must all be securely affixed to your paper.

§A
collage contains a collection of various
materials, so simply writing your word on your paper, and coloring the rest of
the paper will not work.

PART THREE:FOUND
POETRY:

Choose one
of the ten Anne Frank quotes below, and rearrange her words into a new order to
create a poem with a different message.

~Remember that poems do not have to have complete sentences.

~ Remember also that most poems do not
rhyme – that’s ok!

~It’s alright if you have a couple of leftover words, but do
the best you can to use them all.(list all of the words that you
have left over)

~ Don’t just jam all the words
together – it should make some sense.

PART THREE:FOUND POETRY(continued…)

An example created by Mrs. Doughty:

Anne’s original quote:“Now he clings
to me, and forthetimebeing, Idon’t see any way ofshaking him off and putting him on his ownfeet.When I realized that he couldnot be a
friend for my
understanding.I thought Iwouldat leasttryto lift him up out of his narrowmindedness and make himdo somethingwithhis youth.”

The Poem:

The narrowmindedness of his youth clings to me.

With time I thought my understanding would make him
be a friend.

I realized that I could do something to lift him up,

At least not try putting him off for now…

And shaking him!

And I don’t see any way of him being on his own
feet.

Leftover words:

When, he, and, and, he, for, out, his

1]“The sun is
shining, the sky is a deep blue, there is a lovely breeze and I’m longing – so
longing- for everything.To talk, for
freedom, for friends, to be alone.And I
do so long… to cry!I feel as if I’m
going to burst, and I know that it would get better with crying, but I
can’t.I’m restless, I go from one room
to the other, breathe through the crack of a closed window, feel my heart beating,
as if it is saying, ‘Can’t you satisfy my longings at last?’”

2]“A
thought:We miss so much here, so very
much and for so long now:I miss it too,
just as you do.I’m not talking of
outward things, for we are looked after in that way; no, I mean the inward
thins.Like you, I long for freedom and
fresh air, but I believe now that we have ample compensation for our
privations.I realized quite suddenly
when I sat in front of the window this morning .I mean inward compensation.”

3]“So long as I
have that happiness here, the joy in nature, health and a lot more besides, all
the while one has that, one can always recapture happiness.Riches can all be lost, but that happiness in
your own heart can only be veiled, and it will still bring you happiness again,
as long as you live.As log as you can
look fearlessly up into the heavens, as long as you know that you are pure
within, and that you will still find happiness.”

4]“How can he,
who loves peace and quiet, have any liking for all my bustle and din?Can he possibly be the first and only one to
have looked through my concrete armor?And will it take him long to get there?Isn’t there an old saying that love often springs from pity, of that the
two go hand in hand?Is that the case
with me too?Because I’m often just as
sorry for him as I am for myself.”

5]“Is there
anything more beautiful in the world than to sit before an open window and
enjoy nature, to listen to the birds singing, feel the sun of your cheeks, and
have a darling boy in your arms?It is
so soothing and peaceful to feel his arms around me, to know that he is close
by and yet to remain silent, it can’t be bad, for this tranquility is
good.Oh, never to be disturbed again.”

6]“’What, oh,
what is the use of the war?Why can’t
people live peacefully together?Why all
this destruction?’The question is very
understandable, but no one has found a satisfactory answer t o it so far.Yes, why do they make still more gigantic
planes, still heavier bombs … Why should millions be spent daily on the war and
yet there’s not a penny available for medical services, artists or the poor
people?”

7]“I don’t
believe that the big men, the politicians alone are guilty of war.Oh no, the little man is just as guilty,
otherwise the peoples of the world would have risen in revolt long ago!There’s in people simply an urge to destroy,
an urge to kill, to murder and rage, and until all mankind without exception,
undergoes a great change, wars will still be waged, everything that has been built
up, cultivated, and grown will have to begin all over again.”

8]“I am young
and I possess many buried qualities, I am young and strong and am living a
great adventure, I am still in the midst of it and can’t grumble the whole day
long.I have been given a lot, a happy
nature, a great deal of cheerfulness and strength.Every day I feel that I am developing
inwardly, that the liberation is drawing nearer and how beautiful nature is,
how good the people are about me, how interesting this adventure is!Why, then should I be in despair?”

9]“We all live,
but we don’t know the why or the wherefore.We all live with the object of being happy; our lives are all different
and yet the same… we have the chance to learn, the possibility of attaining
something, we have all reason to hope for much happiness, but… we must earn it
for ourselves.And that is never
easy.You must work and do good, not be
lazy and gamble if you wish to earn happiness.Laziness may appear attractive, but work gives
satisfaction.”

10]“How noble
and good everyone could be if, every evening before falling asleep, they were
to recall to their minds the events of the whole day and consider exactly what
has been good and bad.Then, without
realizing it, you try to improve yourself at the start of each new day; of
course, you achieve quite a lot in the course of time.Anyone can do this, it costs nothing and is
certainly very helpful.Whoever doesn’t
know it must learn and find by experience that: ‘A quit conscience makes one
strong!’”

CCSS.ELA-Literacy.L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details

CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Craft and Structure

CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Range of Reading and Level of Text Complexity

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes1

CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Production and Distribution of Writing

CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Range of Writing

CCSS.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration

CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Presentation of Knowledge and Ideas

CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Common Core State Standards Website

This is a good website to peruse if you want to explore the Common Core English Language Arts Standards (which also encompasses Social Studies):